Welcome to DT & Engineering Teaching Resources


cropped-dtengineering-logo-square-1.jpgDesign Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering.

In the spirit of the Society for Education and Training’s professional standard on collaboration this website was set up to share ideas with other teachers and educators in the design technology and engineering subject field.

6) Build positive and collaborative relationships with colleagues and learners

20) Contribute to organisational development and quality improvement through collaboration with others

Education and Training Foundation’s Professional Standards

Check out our resources on TES

Recommended Textbooks for GCSE (9-1) Design and Technology:

DT & Engineering Blog: Are you ready for the new Design and Technology GCSE (9-1)?


Below are the books that I recommend you buy in order to prepare for the new Design and Technology GCSE (9-1):

AQA GCSE (9-1) Design & Technology 8552

AQA GCSE (9-1) Design and Technology: All Material Categories and Systems

AQA GCSE (9-1) Design and Technology: Textile-Based Materials

AQA GCSE (9-1) Design and Technology: Paper and Boards

New Grade 9-1 GCSE Design & Technology AQA Revision Guide

AQA GCSE Design & Technology All-in-One Revision and Practice (Collins GCSE 9-1 Revision)

AQA GCSE (9-1) Engineering


10 Silver Arrows: Ideas to penetrate the armour of ingrained practice


10 Silver Arrows: Ideas to penetrate the armour of ingrained practice


Harold_dead_bayeux_tapestry One arrow, aimed at the right place…..that’s all it takes.

Silver Arrows?

It’s very hard to change your practice.  We’re all so busy, very often it is difficult to create space to fully explore a set of ideas and to deliberately adapt our teaching routines to absorb something new.  At the same time, we’re often bombarded with initiatives and issues to address.  It can be overwhelming.  I’ve been thinking about the possibility of stripping down each initiative or development area to something very simple; one idea that captures the spirit of a wider set of strategies.  This would be the thing where you could say if you do just one thing, do this.  A Silver Arrow is one that you allow to penetrate your armour; it changes what you routinely do.

There isn’t a definitive research-informed list; I’m presenting a set of ideas that I think make good Silver Arrow contenders…

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Standing on the Shoulders of Giants: Why a Knowledge-Based Curriculum Could be the Future


Standing on the Shoulders of Giants: Why a Knowledge-Based Curriculum Could be the Future

Class Teaching

Last November at Durrington, we dedicated some of our INSET day to thinking about knowledge organisers: what they are; why they should play a major role in teaching and learning; how to create them; and how to use them most effectively to maximise students’ learning. Since then, departments have been working collaboratively to produce and implement knowledge organisers, and this in turn has brought to light some complex questions and many hours of deliberation. In particular, the process of creating knowledge organisers has meant that teachers have had to consciously justify what knowledge should be incorporated, and inevitably what gets left out. This is proving to be no mean feat.

A golden thread through the labyrinth is offered in a recent addition to the Durrington Research School library. Knowledge and The Future School is a collection of papers written by head teachers and curriculum theorists in which they argue for the merits of a Future 3 curriculum. The…

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“Yes, But Why? Teaching for understanding in mathematics” by @solvemymaths


“Yes, But Why? Teaching for understanding in mathematics” by @solvemymaths

Scenes From The Battleground

Yes, but why? Teaching for understanding in mathematics by Ed Southall

It’s pretty rare for me to use my status as a blogger to ask people for a copy of their book to review. This is because then I’d feel obliged to read it (though feel free to send me your books if you don’t mind the fact it may take me years to get round to reading them). But I made an exception for this book because Ed Southall is the one person I have ever heard talk about teaching for understanding in maths in a useful way, rather than as an excuse for a particular pedagogy.

Everyone wants to teach for understanding, but people assume that the way they conceive of mathematics or individual topics in mathematics is the correct understanding. My degree in Pure Mathematics convinces me that the only people who really understand mathematics are those…

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The five forms of feedback I give to teachers most often…


The five forms of feedback…


In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts.  I see lots of superb teachers and lots of great lessons.  Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and time again.   Here are the main things I find I say most often under the heading of ‘even better if’:

Behaviour:  Be more assertive; establish what you want to establish

Where lessons do not have impeccable behaviour, most of the time (not all of the time) I find it is because the teacher falls short of absolutely insisting that students meet the standards they would like.  They  might continue to talk when there are clearly students talking in the room, they might allow off-task chatter to go un-challenged; they might let learning drift as…

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After 100 Years of the Same Teaching Model It’s Time to Throw Out the Playbook



Education Rickshaw

In looking back at my parents’ education in the 1950s and 60s, and my own education in the 1990s and 2000s, I worry sometimes that despite the huge advances that we’ve seen in technology, not much has changed when it comes to how we view learning and how we design learning environments. The transmission model of education is still the name of the game, although in some circles there are signs of its erosion.

I would like to take you on a journey in this post, starting from the 1950s banking model (Freire, 1968) of instructional design, before comparing it to my own schooling experiences as a digital native at the turn of the century. Then, finally, I would like to share my vision for C21 learning, and propose some ways that we can move forward so that we are meeting the needs of today.

When my parents went…

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Classroom culture: high expectations and challenge


Classroom culture: high expectations and challenge

Class Teaching

Growing a strong classroom culture is the aim of every teacher.  In order for this culture to mature and bear fruit, it must be rooted in challenge and expectations.  In this week’s teaching forum, geography teacher Hannah Townsend shares her reflections on what she has done over the past four years to develop the highest possible standards in her classroom.

Picture2The starting point for Hannah was to separate out expectations and challenge.  She explained that this was problematic as the two are so completely intertwined.  However, after wrestling with the chicken-and-egg nature of the two concepts she decided that her particular culture started with high expectations.  Once established these then allowed her to set and maintain high challenge.

Hannah is a particularly reflective teacher and as well as drawing on her own experience, she read a series of papers that helped her connect the dots between her own practice with the research evidence.  These are included as a bibliography at the end…

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